WEKO3
アイテム
「子ども理解」に関する教授学的考察
http://hdl.handle.net/10105/1714
http://hdl.handle.net/10105/171455d6bbc9-7925-4625-85f3-a043ade77264
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE42_1_81-96.pdf (784.3 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-06-09 | |||||||
| タイトル | ||||||||
| タイトル | 「子ども理解」に関する教授学的考察 | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
上野, ひろ美
× 上野, ひろ美
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| 著者(ヨミ) | ||||||||
| 姓名 | ウエノ, ヒロミ | |||||||
| 著者別名 | ||||||||
| 姓名 | UENO, Hiromi | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The major purpose of this study is to suggest some principles in understanding children in class. "Objective observation" as scientific method is not suitable as a way to understand children in educational fields. Because in education, the relationship between teacher and child is not the same as the relationship between reseacher and object in natural science. In a field work, including educational practice, the teacher and their children are in interaction as Subject to Subject, not as Subject to Object. Such being the case, I think it most important for teachers to give meaning to behaviors and words of children in interaction. To be more specific, teachers should image the simile and metaphor of what children are saying and to distinguish contexts of play and action of children. Teachers can understand children through their behaviors, actions and words in face-to-face situations. I suggest that we should reappraise "Hermeneutics" in educational fields. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 42, 号 1, p. 81-96, 発行日 1993-11-25 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 05472393 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00181081 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | A Study on the View to Understand Children | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
